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Journal articles on the topic 'Error'

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Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Maier, Martin E., Giuseppe Pellegrino, and Marco Steinhauser. "Enhanced error-related negativity on flanker errors: Error expectancy or error significance?" Psychophysiology 49, no. 7 (April 23, 2012): 899–908. http://dx.doi.org/10.1111/j.1469-8986.2012.01373.x.

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2

Novikov, Zhanna, and Rangaraj Ramanujam. "Error anxiety, Error Expectancy, Team Reflexivity and Individual-Level Errors." Academy of Management Proceedings 2020, no. 1 (August 2020): 22042. http://dx.doi.org/10.5465/ambpp.2020.22042abstract.

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3

Pope, Peter F., and Pradeep K. Yadav. "Discovering Errors in Tracking Error." Journal of Portfolio Management 20, no. 2 (January 31, 1994): 27–32. http://dx.doi.org/10.3905/jpm.1994.409471.

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4

Miller, David D. "Errors in 'Trials and error'." Nature Biotechnology 24, no. 7 (July 2006): 747. http://dx.doi.org/10.1038/nbt0706-747.

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5

Frese, Michael, Felix C. Brodbeck, Dieter Zapf, and Jochen Prümper. "Users' errors and error handling." ACM SIGCHI Bulletin 23, no. 2 (March 1991): 59–62. http://dx.doi.org/10.1145/122488.122497.

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6

Seiler, Fritz A. "Error Propagation for Large Errors." Risk Analysis 7, no. 4 (December 1987): 509–18. http://dx.doi.org/10.1111/j.1539-6924.1987.tb00487.x.

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7

Byron, Colleen M. "An error in reporting errors." Journal of Chemical Education 70, no. 5 (May 1993): 432. http://dx.doi.org/10.1021/ed070p432.3.

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8

Wears, Robert L. "The Error of Counting “Errors”." Annals of Emergency Medicine 52, no. 5 (November 2008): 502–3. http://dx.doi.org/10.1016/j.annemergmed.2008.03.015.

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9

Garrett, Brandon, and Gregory Mitchell. "Error Aversions and Due Process." Michigan Law Review, no. 121.5 (2023): 707. http://dx.doi.org/10.36644/mlr.121.5.error.

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William Blackstone famously expressed the view that convicting the innocent constitutes a much more serious error than acquitting the guilty. This view is the cornerstone of due process protections for those accused of crimes, giving rise to the presumption of innocence and the high burden of proof required for criminal convictions. While most legal elites share Blackstone’s view, the citizen jurors tasked with making due process protections a reality do not share the law’s preference for false acquittals over false convictions. Across multiple national surveys sampling more than 12,000 people, we find that a majority of Americans consider false acquittals and false convictions to be errors of equal magnitude. Contrary to Blackstone, most people are unwilling to err on the side of letting the guilty go free to avoid convicting the innocent. Indeed, a sizeable minority view false acquittals as worse than false convictions; this group is willing to convict multiple innocent persons to avoid letting one guilty person go free. These value differences translate into behavioral differences: we show in multiple studies that jury-eligible adults who reject Blackstone’s view are more accepting of prosecution evidence and are more conviction-prone than the minority of potential jurors who agree with Blackstone. These findings have important implications for our understanding of due process and criminal justice policy. Due process currently depends on jurors faithfully following instructions on the burden of proof, but many jurors are not inclined to hold the state to its high burden. Courts should do away with the fiction that the reasonable doubt standard guarantees due process and consider protections that do not depend on jurors honoring the law’s preference for false acquittals, such as more stringent pretrial screening of criminal cases and stricter limits on prosecution evidence. Further, the fact that many people place crime control on par with, or above, the need to avoid wrongful convictions helps explain divisions in public opinion on important policy questions like bail and sentencing reform. Criminal justice proposals that emphasize deontic concerns without addressing consequentialist concerns are unlikely to garner widespread support.

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10

Winarso, Widodo, Sirojudin Wahid, and Rizkiah Rizkiah. "TYPE OF ERROR IN COMPLETING MATHEMATICAL PROBLEM BASED ON NEWMAN’S ERROR ANALYSIS (NEA) AND POLYA THEORY." Jurnal Pendidikan Matematika dan IPA 13, no. 1 (January 25, 2022): 51. http://dx.doi.org/10.26418/jpmipa.v13i1.44765.

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This study disscusses student’s errors in completing mathematical problems based on Newman’s Errror Analysis and Polya Theory. The study uses a qualitative descriptive approach. The subject of this study are 78 students of Madrasah Aliyah Negeri (MAN) 2 Cirebon. The study uses tests and interviews as data collection techniques. Students take a test to determine their mathematical ability, and the test uses sequence and series as subjects. There are 3 phases in collecting data: data reduction, data presentation, and conclusion. Outline of Error analysis is created using five types of student mathematical error of Newman's Error Analysis and four types of student mathematical error of Polya Theory. The study results based on Newman's Error Analysis are errors reading by 1%, error understanding by 0%, error transforms by 3%, error processing ability by 5%, and error encoding by 7%. As the result of the study based Polya theory, errors when understanding the problem by 31%, errors when devising a plan by 11%, errors when carrying out the plan by 9%, and errors when Looking back by 33%. The result of the interview shows that the error occurs when students don’t do calculations carefully, don’t learn the formula, and cannot distinguish between sequence and series. Students also have a lack of understanding when completing the problem about compound interest.

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11

Miranda, Denismar Borges, Maria Eliane Liégio Matão, Pedro Humberto Faria Campos, Hilda Carla Marques Vieira, and Lílian Jerônimo Silva. "Errors in preparation and administration of medicines: social representations of the nursing team." Revista de Enfermagem UFPE on line 5, no. 3 (April 22, 2011): 679. http://dx.doi.org/10.5205/reuol.1262-12560-1-le.0503201116.

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ABSTRACTObjective: knowing the social representations of the nursing staff about errors in the preparation and administration of medicines. Method: this is about a descriptive, field research, from qualitative approach, with the theoretical and methodological the Theory of Representations. We used recall questionnaire for data collection; analysis was done by software EVOC, 2003. The study was approved by the Ethics in Research of the Catholic University of Goiás (protocol number, 5727.0.000.168-09) and Hospital Araújo Jorge (018/2010). Results: representations refer to two main aspects: one directed to the professional who made a mistake and another patient hit by error. Conclusions: the fact that the main elements of this representation being negative and directed to the wrong person, can understand why the blame still focuses on the professional as strongly. Also, facilitates the perception that the institution is listed as conducive error indirectly. Descriptors: nursing team; medication errors; psychology social; social behavior.RESUMOObjetivo: conhecer as representações sociais da equipe de enfermagem sobre erros no preparo e administração de medicamentos. Método: pesquisa de campo, qualitativa e descritiva, sendo a Teoria das Representações Sociais o referencial teórico-metodológico. Utilizou-se questionário de evocação para coleta de dados; análise se deu pelo software EVOC, 2003. O estudo foi aprovado pelos Comitês de Ética em Pesquisa da Pontifícia Universidade Católica de Goiás (número de protocolo, 5727.0.000.168-09) e do Hospital Araújo Jorge (018/2010). Resultados: as representações remetem para dois aspectos principais: um direcionado ao profissional que errou e outro ao paciente atingido pelo erro. Conclusões: o fato dos principais elementos desta representação serem negativos e voltados à pessoa que errou, permite compreender porque a culpa ainda incide sobre o profissional de modo tão intenso. Também, facilita na percepção de que a instituição só é relacionada como propiciadora do erro de forma indireta. Descritores: equipe de enfermagem; erros de medicação; psicologia social; comportamento social.RESUMENObjetivo: saber las representaciones sociales del personal de enfermería acerca de los errores en la preparación y administración de medicamentos. Método: investigación de campo, cualitativa y descriptiva, y la Representaciones Sociales de la teórica y metodológica. Se utilizó encuesta de recordatorio de la recogida de datos; análisis fue hecho por el software EVOC, 2003. El estudio fue aprobado por la Ética en la Investigación de la Universidad Católica de Goiás (número de protocolo, 5727.0.000.168-09) y el Hospital Araújo Jorge (018/2010). Resultados: representaciones se refieren a dos aspectos principales: uno dirigido a los profesionales que cometió un error y otro hit paciente por error. Conclusiones: el hecho de que los principales elementos de esta representación son negativos y se centró en la persona equivocada, se puede entender por qué la culpa sigue centrado en el profesional de la misma fuerza. Además, facilita la percepción de que la institución está en la lista como un error propicio indirectamente. Descriptores: grupo de enfermería; errores de medicación; psicología social; conducta social.

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12

MacKay, Donald G., and Laura W. Johnson. "Errors, error detection, error correction and hippocampal-region damage: Data and theories." Neuropsychologia 51, no. 13 (November 2013): 2633–50. http://dx.doi.org/10.1016/j.neuropsychologia.2013.08.009.

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13

Mossman, D., and T. Sellke. "Avoiding errors about ‘margins of error’." British Journal of Psychiatry 191, no. 6 (December 2007): 561. http://dx.doi.org/10.1192/bjp.191.6.561.

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14

Berninger, Virginia W., and Barbara Alsdorf. "Are there Errors in Error Analysis?" Journal of Psychoeducational Assessment 7, no. 3 (September 1989): 209–22. http://dx.doi.org/10.1177/073428298900700303.

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15

Zapf, Dieter, and James T. Reason. "Introduction: Human Errors and Error Handling." Applied Psychology 43, no. 4 (October 1994): 427–32. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00838.x.

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16

Santamarina, J. C., and A. C. Reed. "Ray tomography: Errors and error functions." Journal of Applied Geophysics 32, no. 4 (December 1994): 347–55. http://dx.doi.org/10.1016/0926-9851(94)90033-7.

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17

Lelboy, Natalia Emanuela, Selestina Nahak, and Justin Eduardo Simarmata. "ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL MATEMATIKA SISTEM PERSAMAAN LINEAR TIGA VARIABEL." MES: Journal of Mathematics Education and Science 7, no. 1 (October 27, 2021): 10–20. http://dx.doi.org/10.30743/mes.v7i1.4347.

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This study aims to identify and describe the erros experienced by students in solfing comparison questions and to determine the causal factors in completing the comparison material for studenst of SMA Stella Gratia Atambua. The research method used is descriptive qualitative method. The subjects in this study were students of class X SMA Stella Gratia Atambua for the 2020/2021 school year. The data collection techniques used were tests and interviews. The instruments in this study was a test item in the form of a description with 3 numbers of questions and an interview guide. Based on the results of the study, it was found that the average error made by students in the type of reading error 33,33%, the comprehension error was the average error percentage of the error was 45%, the transformation error was with The average percentage of errors is 69%, the error in processing skills is 78%, and the encoding error in writing answers is the average percentase of errors is 80 %.

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18

Suzuki, Etsuji, Toshihide Tsuda, Toshiharu Mitsuhashi, Mohammad Ali Mansournia, and Eiji Yamamoto. "Errors in causal inference: an organizational schema for systematic error and random error." Annals of Epidemiology 26, no. 11 (November 2016): 788–93. http://dx.doi.org/10.1016/j.annepidem.2016.09.008.

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19

Lestari, Widi, Setia Muljanto, and Lusiana Lestari. "GRAMMATICAL ERROR ANALYSIS IN EFL SPEAKING PERFORMANCE." English Education and Applied Linguistics Journal (EEAL Journal) 3, no. 2 (August 3, 2020): 124–28. http://dx.doi.org/10.31980/eealjournal.v3i2.1840.

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This study was carried out to analyze the grammatical errror analysis which are made by the students in their speaking performance. It was based on the assumption that grammatical rule has a function in speaking to make the communication clearly and to convey the information in appropriate way. The study was conducted under qualitative methodology by using case study as the appropriate research design. The data source of this research is 1st grade student from the speaking class of English Education major that consisted of 24 students. For collecting the data, the researcher used observation fieldnote and also video record. The writer identified and analyzed data based on the types of error using Dulay’s theory. Based on the finding, the result of this research showed that students made a total errors 318 times divided into four types of errors: omission, addition, misformation, and misordering. From the quantity of each error types, misformation was the highest errors produced by the students. It took 175 times of errors. And omission had 115 times of errors, moreover, 24 errors fell into error of addition, and the last one misordering was the lowest errors produced by the students the total was 5 errors. Actually, errors are necessary in learning a language, especially learning English language as the foreign language. Thus, error analysis also helps the students identify what the errors are made, because the students cannot apply their language acquisition directly without committing error firstly. They cannot achieve the target language perfectly when the errors appear. Error analysis is very advantageous for both learner and teacher. For learner, by paying more attention, the learners are expected to increase their knowledge on the English grammar. Whereas for teachers, hopefully the research can be useful information in teaching process and in the end, the teacher can be able to teach the material appropriately

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20

Maier, Martin, Marco Steinhauser, and Ronald Hübner. "Is the Error-related Negativity Amplitude Related to Error Detectability? Evidence from Effects of Different Error Types." Journal of Cognitive Neuroscience 20, no. 12 (December 2008): 2263–73. http://dx.doi.org/10.1162/jocn.2008.20159.

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The present study tested error detection theories of the error-related negativity (ERN) by investigating the relation between ERN amplitude and error detectability. To this end, ERN amplitudes were compared with a behavioral measure of error detectability across two different error types in a four-choice flanker task. If an erroneous response was associated with the flankers, it was considered a flanker error, otherwise it was considered a nonflanker error. Two experiments revealed that, whereas detectability was better for nonflanker errors than for flanker errors, ERN amplitudes were larger for flanker errors than for nonflanker errors. Moreover, undetected errors led to strongly reduced ERN amplitudes relative to detected errors. These results suggest that, although error detection is necessary for an ERN to occur, the ERN amplitude is not related to error detectability but rather to error significance.

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21

Lilley, Linda L., and Robert Guanci. "Med Errors: Now What? After an Error." American Journal of Nursing 94, no. 11 (November 1994): 18. http://dx.doi.org/10.2307/3464653.

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22

Greenbaum, Daniel, and Zachary Dutton. "Modeling coherent errors in quantum error correction." Quantum Science and Technology 3, no. 1 (December 20, 2017): 015007. http://dx.doi.org/10.1088/2058-9565/aa9a06.

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23

Brody, H. "Unforced errors and error reduction in tennis." British Journal of Sports Medicine 40, no. 5 (May 1, 2006): 397–400. http://dx.doi.org/10.1136/bjsm.2005.023432.

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24

ARIMITSU, T., T. HAYASHI, S. KITAJIMA, and F. SHIBATA. "QUANTUM ERROR-CORRECTION FOR SPATIALLY CORRELATED ERRORS." International Journal of Quantum Information 06, supp01 (July 2008): 575–80. http://dx.doi.org/10.1142/s0219749908003803.

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It is shown that errors due to spatially correlated noises can be corrected by the quantum error-correction code and error-correction procedure prepared for those for independent noises. A model of noisy-channel which is under the influence of spatially correlated quantum Brownian motion is investigated within the framework of non-equilibrium thermo field dynamics that is a canonical operator formalism for dissipative quantum systems.

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25

Meskin, Aaron, and Simon Fokt. "Errors in ‘The History of an Error’." British Journal of Aesthetics 56, no. 2 (April 2016): 179–85. http://dx.doi.org/10.1093/aesthj/ayv034.

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26

Lu, Feng, and Dan C. Marinescu. "Quantum Error Correction of Time-correlated Errors." Quantum Information Processing 6, no. 4 (July 7, 2007): 273–93. http://dx.doi.org/10.1007/s11128-007-0058-1.

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27

Krigolson, Olav E., and Clay B. Holroyd. "Hierarchical error processing: Different errors, different systems." Brain Research 1155 (June 2007): 70–80. http://dx.doi.org/10.1016/j.brainres.2007.04.024.

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28

Vidal, F., T. Hasbroucq, J. Grapperon, and M. Bonnet. "Is the ‘error negativity’ specific to errors?" Biological Psychology 51, no. 2-3 (January 2000): 109–28. http://dx.doi.org/10.1016/s0301-0511(99)00032-0.

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29

Papila, Melih, and Raphael T. Haftka. "Response approximations - Noise, error repair, modeling errors." AIAA Journal 38 (January 2000): 2336–43. http://dx.doi.org/10.2514/3.14685.

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30

GLASBEY, C. A. "Standard errors resilient to error variance misspecification." Biometrika 75, no. 2 (1988): 201–6. http://dx.doi.org/10.1093/biomet/75.2.201.

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31

Kim, Nara, Yongseok Jo, and Ho-Hyun Park. "Correcting OCR Errors based on Error Patterns." Journal of KIISE 51, no. 3 (March 31, 2024): 271–79. http://dx.doi.org/10.5626/jok.2024.51.3.271.

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32

Sychandone, Nokthavivanh. "COMPARATIVE ERROR ANALYSIS IN ENGLISH WRITING BY FIRST, SECOND, AND THIRD YEAR STUDNETS OF ENGLISH DEPARTMENT OF FACULTY OF EDUCATION AT CHAMPASACK UNIVERSITY." Jurnal Penelitian Humaniora 17, no. 1 (August 14, 2016): 74. http://dx.doi.org/10.23917/humaniora.v17i1.2353.

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levels. To investigate the error types, the frequency of error types, the similarities and difference of errors and the last to find the error sources that occur in first, second and third year learners. Error analysis is one type of linguistic study and it focuses on learners’ error making. The linguistic category and surface strategy taxonomy are used to find out the types of error. The analysis the phenomenon based on Brown (1980) namely, error identification, error classification, Error description and error explanation. The data from students’ writing products, 54 pieces in three levels andthe total errors are 571 erroneous sentences. There are two types of errors, namely lexical errors and syntactical errors; eight error categories and twenty-seven error cases. The second year learners made the most error 263 errors or 46, 05% whilefirst year learners produced 229 errors or 40, 10% and third year learners made 79 errors or 13, 83%. There are similarity in errors types, five similar categories and five error cases, but there are three different error categories and eighteen error cases. The main error sources, learners had lack knowledge of English grammatical rule. The overgeneralization (265 errors or 46, 40%) influences learners’ error, language transfer (199 errors or 34, 85%) still interfere learners’ acquisition and simplification (107 errors or 18, 73%) is one factor that effect learners’ errors.

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33

Moriyanti, Moriyanti, and Nyak Mutia Ismail. "Communicative Effect Taxonomy Analysis in Students� Oral Production." English LAnguage Study and TEaching 4, no. 2 (January 15, 2024): 47–62. http://dx.doi.org/10.32672/elaste.v4i2.7338.

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This study aims at finding out Communicative Effect Taxonomy in students oral productionspecifically on local and global errors. This study is qualitative in nature involving 16 first grader at SMPN 2 Muara Tiga, Pidie. The instrument used was analytical table which was constructed based on the theory of Communicative Effect Taxonomy. The data collection was carried out by following the steps of: sample collection, errors identification, error description, error clarification, and error assessment. The data analysis was conducted afterward in line with the following phases: identification of errors, classification of errors, evaluation, and conclusion. It is found that local erros were produced more compared to global errors (52 local errors and 45 global errors) in the students speaking performance. Regarding the implication, the result from this study can enhance the development of more accurate and dependable evaluation tools for measuring students' oral communication skills by establishing a classification system for communicative impacts. Consequently, this can exert a substantial influence on educational policies and practices.

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34

Nakamura, Akira, Kazuyuki Nagata, Kensuke Harada, and Natsuki Yamanobe. "Estimation and Categorization of Errors in Error Recovery Using Task Stratification and Error Classification." Journal of Robotics, Networking and Artificial Life 4, no. 2 (2017): 163. http://dx.doi.org/10.2991/jrnal.2017.4.2.13.

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35

Gronewold, Ulfert, Anna Gold, and Steven E. Salterio. "Reporting Self-Made Errors: The Impact of Organizational Error-Management Climate and Error Type." Journal of Business Ethics 117, no. 1 (October 9, 2012): 189–208. http://dx.doi.org/10.1007/s10551-012-1500-6.

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36

Nakamura, Akira, Kazuyuki Nagata, Kensuke Harada, and Natsuki Yamanobe. "Estimation and Categorization of Errors in Error Recovery Using Task Stratification and Error Classification." Proceedings of International Conference on Artificial Life and Robotics 22 (January 19, 2017): 217–20. http://dx.doi.org/10.5954/icarob.2017.gs7-1.

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37

Akbar Harmono, Bayu, Muhammad Wahyono, and Suryansah Suryansah. "Analisis Unforce Error Dan Dives Error Dalam Permainan Bulutangkis." Jurnal Porkes 5, no. 1 (June 30, 2022): 211–19. http://dx.doi.org/10.29408/porkes.v5i1.5753.

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This research was motivated by the badminton achievements of the students of PGRI University Surabaya. This achievement actually shows the shortcomings or weaknesses of the women's singles athletes at PGRI University Surabaya. Both in defending the attack or the attack ability that is not optimal, it results in ball errors such as unforce errors and diving errors. So that it produces a number for the opponent. The purpose of this research is to provide answers and scientific evidence about unforce error and dives error in the women's singles match for the students of Universitas PGRI Adi Buana Surabaya. This study uses a quantitative descriptive approach, with the subject of 6 female students at the University of PGRI Adi Buana Surabaya. This study analyzes unforce errors and dives errors in badminton. The results of the analysis of this study are: (1) Unforce error and dive error each have an effect of 28% for unforce error and 72% for dive error

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38

Ma, Shangjun, Guanyu Wu, Jianxin Zhang, Wenzhu Deng, Lizhong Xie, and Yong Zhou. "A comprehensive error analysis of the planetary roller screw mechanism." Advances in Mechanical Engineering 14, no. 5 (May 2022): 168781322211006. http://dx.doi.org/10.1177/16878132221100687.

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To reveal the error generation, transmission, and accumulation process, a comprehensive error analysis model is proposed in this paper; furthermore, the model is used to determine the influence on the transmission error and the error sensitivity of a planetary roller screw mechanism (PRSM). After error source analysis, the differential error vector and matrix are used to express the small errors because the magnitude of all errors in the PRSM is relatively small. To comprehensively consider the error coupling relationship between thread structure errors and gear structure errors, error flow models of the PRSM components are established. On this foundation, transmission error characterization model and error sensitivity evaluation model are also established. Finally, error values and transmission error are measured, and the sensitivity of each error to the transmission error is calculated. The results show that the transmission error is periodic and fluctuate with screw rotation. The component eccentric errors, pitch errors, and thread clearance have obvious influence on the transmission error, so they should be limited emphatically.

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39

CUAJ, Editor. "Authorship error/Affiliation error." Canadian Urological Association Journal 16, no. 2 (January 27, 2022): E111. http://dx.doi.org/10.5489/cuaj.7787.

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40

Howson, Colin. "Error Probabilities in Error." Philosophy of Science 64 (December 1997): S185—S194. http://dx.doi.org/10.1086/392599.

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41

Blake Schug, C. "Error in beta error." Annals of Emergency Medicine 16, no. 12 (December 1987): 1412. http://dx.doi.org/10.1016/s0196-0644(87)80453-5.

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42

Gold, Anna, Ulfert Gronewold, and Steven E. Salterio. "Error Management in Audit Firms: Error Climate, Type, and Originator." Accounting Review 89, no. 1 (August 1, 2013): 303–30. http://dx.doi.org/10.2308/accr-50592.

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ABSTRACT This paper examines how the treatment of audit staff who discover errors in audit files by superiors affects their willingness to report these errors. The way staff are treated by superiors is labelled as the audit office error management climate. In a “blame-oriented” climate errors are not tolerated and those committing errors are punished. In contrast, an “open” climate characterizes error commitment as a normal, albeit unfortunate aspect of organizational life that offers opportunities for learning without sanctions on the originator. We examine error management climate in the context of audit-specific factors that might affect the decision to report errors: audit error type (conceptual or mechanical) and who committed the error (the individual who discovered it or a peer). An open climate results in an increase in the reporting of mechanical (but not conceptual) errors and all peer errors versus a blame climate. Post hoc findings suggest that one obstacle to reporting conceptual errors stems from an auditor's own impression management concerns. We discuss how auditing standards and regulatory inspections may impact audit firm error management climates. Data Availability: Experimental data are available from the second author subject to data confidentiality restrictions issued by the participating firms.

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43

Campos, Marcel Medinas de, Rafael Pedrollo Paes, Ana Rubia De Carvalho Bonilha Silva, and Ibraim Fantin-Cruz. "PRECISÃO DO MODELO DIGITAL DE ELEVAÇÃO (SRTM-Topodata) COM BASE EM DADOS DE PROJETOS DE APROVEITAMENTOS HIDRELÉTRICOS." Nativa 7, no. 2 (March 11, 2019): 184. http://dx.doi.org/10.31413/nativa.v7i2.6356.

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A precisão altimétrica do Modelo Digital de Elevação – MDE tem sido tema de diversos estudos. Essa precisão exerce forte influência sobre as informações extraídas desses dados. Nesse contexto, o presente estudo compara dados observados em projetos de aproveitamentos hidrelétricos com dados extraídos do MDE. A comparação de dados altimétricos de informações extraídas pelo MDE com as contidas no Projeto Básico Ambiental – PBA desses empreendimentos, assumido como informação verdadeira, foi feita com o intuito de analisar o erro das informações extraídas do MDE em relação aos dados contidos no PBA e assim verificar a confiança nesse tipo de estimativa. Foram calculados o erro e o coeficiente de determinação de Pearson entre a altura da barragem (determinada com base no MDE) em relação à altura apresentada no PBA. Também foi comparada uma seção topobatimétrica do PBA com a mesma seção extraída pelo MDE. O erro relativo médio e o coeficiente de determinação entre as cinco alturas (estimadas e de projeto) foi de 11% e 0,874, respectivamente. O coeficiente de determinação, o erro médio quadrático e o erro médio entre as seções foram de 0,98, 1,56 e -0,02, respectivamente. A análise evidenciou que há erros em relação às informações extraídas do MDE. Entretanto, considerando a escala utilizada nesse estudo, os erros foram menores que os observados na literatura.Palavras-chave: MDE validação, Altura de barragem, Seção topobatimétrica. ALTIMETRY ACCURACY OF THE DIGITAL ELEVATION MODEL (SRTM-Topodata) BASED ON DESIGNS OF HYDROPOWER PLANTS DATA ABSTRACT: The altimetry accuracy measurements of the Digital Elevation Model - DEM have been the subject of several studies. This accuracy plays an important role on information extracted from these data. In this context, this study compares data observed in designs of hydroelectric power plants with data extracted from the DEM. The comparison between the altimetry of data extracted from the DEM with those contained in the Basic Environmental Project - BEP of these facilities, assumed as the true information, was done with the purpose of analyzing the error of the information extracted from the DEM in relation to the data contained in the BEP and thus verifying the confidence in this type of estimate. The error and the coefficient of determination between the dam height (determined based on the DEM) and the dam height presented in the BEP were calculated. Moreover, a river cross section published in the BEP was contrasted with the same cross section extracted from the DEM. The mean relative error and the coefficient of determination between the five heights (estimated and projected) was 11% and 0.874, respectively. The coefficient of determination, mean square error and mean error between sections were 0.98, 1.56 and -0,02, respectively. The analysis evidenced that there are errors in relation to the information extracted from the DEM. However, considering the scale used in this study, the errors were smaller than those observed in the literature.Keywords: DEM validation, dam height, cross section.

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Di Gregorio, Francesco, Martin E. Maier, and Marco Steinhauser. "Errors can elicit an error positivity in the absence of an error negativity: Evidence for independent systems of human error monitoring." NeuroImage 172 (May 2018): 427–36. http://dx.doi.org/10.1016/j.neuroimage.2018.01.081.

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Roll, Lara Christina, Oi-ling Siu, Simon Y. W. Li, and Hans De Witte. "Human Error: The Impact of Job Insecurity on Attention-Related Cognitive Errors and Error Detection." International Journal of Environmental Research and Public Health 16, no. 13 (July 8, 2019): 2427. http://dx.doi.org/10.3390/ijerph16132427.

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(1) Background: Work-related stress is a major contributor to human error. One significant workplace stressor is job insecurity, which has been linked to an increased likelihood of experiencing burnout. This, in turn, might affect human error, specifically attention-related cognitive errors (ARCES) and the ability to detect errors. ARCES can be costly for organizations and pose a safety risk. Equally detrimental effects can be caused by failure to detect errors before they can cause harm. (2) Methods: We gathered self-report and behavioral data from 148 employees working in educational, financial and medical sectors in China. We designed and piloted an error detection task in which employees had to compare fictitious customer orders to deliveries of an online shop. We tested for indirect effects using the PROCESS macro with bootstrapping (3) Results: Our findings confirmed indirect effects of job insecurity on both ARCES and the ability to detect errors via burnout. (4) Conclusions: The present research shows that job insecurity influences making and detecting errors through its relationship with burnout. These findings suggest that job insecurity could increase the likelihood for human error with potential implications for employees’ safety and the safety of others.

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Perry, P., Mingche Li, Mao-Chao Lin, and Zhen Zhang. "Runlength limited codes for single error-detection and single error-correction with mixed type errors." IEEE Transactions on Information Theory 44, no. 4 (July 1998): 1588–92. http://dx.doi.org/10.1109/18.681335.

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Mukarromah, Maulidatul, and Bradhiansyah Tri Suryanto. "Error Analysis on Students’ Writing in Using Simple Present Tense in Descriptive Text." International Journal of English Education and Linguistics (IJoEEL) 3, no. 2 (January 8, 2022): 73–83. http://dx.doi.org/10.33650/ijoeel.v3i2.3119.

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The objectives of this study are to know the types of errors and the dominant error made by the students of the ten grade of SMA Istiqlal. The researcher used the descriptive qualitative method as the research methodology. The data was collected from the written test done by the researcher. Based on the analysis that has done by the researcher, the result of the study found that all of the students produce error by total error 92 errors which classified into omission 46 error (50%), 5 error in addition (5,43%), 33 errors in miss-formation (35,86%) and 8 error in miss-ordering (8,69%). Thus, the dominant error was happened in the omission error by total error 46 errors (50%). The source of the error that made by the students are from interlingal and intra-lingual. However most of the errors are from the inralingual source which total 84 errors and 8 errors from inter-lingual.

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Vongsakulyanon, Apirom. "Prevention of Clinical Laboratory Test Error: Pre-analytical Error." Ramathibodi Medical Journal 42, no. 2 (June 28, 2019): 49–62. http://dx.doi.org/10.33165/rmj.2019.42.2.142535.

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Laboratory test errors are classified into 3 categories: 1) pre-analytical error, 2) analytical error, and 3) post-analytical error. Most errors occur during pre-analytical step, usually caused by human error. The errors make laboratory result unreliable, following with the improper patient care by increasing cost, misdiagnosis, inappropriate treatment, and unexpected complication (even death). Therefore, the implementation of regulation to improve the sample handling process by accurate identification, contamination control, appropriate collection and transportation, is necessary to reduce the errors. In addition, awareness of test’s limitation and communication with laboratory service, when the result is not consistent with clinical manifestation, are also the important factors. The above measures should lead to the appropriate interpretation of laboratory result, following with the effective patient care. Apart from the laboratory test errors, the test itself could give falsely positive or falsely negative results. Therefore, the appropriate laboratory use based on indication is the vital part to minimize unnecessary consequences.

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Joyce, Richard. "The Error In ‘The Error In The Error Theory’." Australasian Journal of Philosophy 89, no. 3 (September 2011): 519–34. http://dx.doi.org/10.1080/00048402.2010.484465.

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Siswanto, Siswanto. "THE USE OF ACTIVE AND PASSIVE SENTENCES ON STUDENTS’ WRITING RECOUNT TEXT." INFERENCE: Journal of English Language Teaching 4, no. 1 (April 17, 2021): 94. http://dx.doi.org/10.30998/inference.v4i1.6092.

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<div class="WordSection1"><p><strong>Abstract: </strong>Learning writing skills used the eleventh-grade students of SMK Tunas Harapan, Jelambar, Petamburan. In conducting this research, it is qualitative research using a survey method. Data were collected by population and sample observation, interview, a document study, data of the students. The research of evaluation of the active and passive sentences, the result of the students’ error are: the total error in using active sentences are 171 errors that consist of 34 errors or 19,88% error of misinformation, 92 errors or 53,88% error of omission, 43 errors or 25,14% error of addition, two errors or 1,66% error of misordering. The result of the students’ error are: the total error in using Passive sentences are 17 errors that consist of 5 errors or 29, 41% error of misinformation, six errors or 35,29% error of omission, six errors or 35,29% error of addition, 0 errors or 0% error of misordering, the process of teaching and learning Writing using Recount Text of the Active and Passive Sentences are effective and able to implement as an alternative way in teaching and learning process</p><p><strong>Keywords: </strong>active and passive sentences, students’ writing, recount text.<em></em></p></div>

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